Teaching trainers to incorporate evidence-based medicine (EBM) teaching in clinical practice: the EU-EBM project

Abstract

Background: Evidence based medicine (EBM) is considered an integral part of medical training, but integration of teaching various EBM steps in everyday clinical practice is uncommon. Currently EBM is predominantly taught through theoretical courses, workshops and e-learning. However, clinical teachers lack confidence in teaching EBM in workplace and are often unsure of the existing opportunities for teaching EBM in the clinical setting. There is a need for continuing professional development (CPD) courses that train clinical trainers to teach EBM through on-the-job training by demonstration of applied EBM real time in clinical practice. We developed such a course to encourage clinically relevant teaching of EBM in post-graduate education in various clinical environments.

Educating healthcare workers to optimal hand hygiene practices: addressing the need

“…Teaching-learning strategies should aim at continuing and progressive education to address the different objectives and preferably include a variety of teaching-learning methods, including those that facilitate reflective thinking [54]. The following approaches are used:…”

Awareness, attitudes and knowledge of evidence-based medicine: A cross-sectional baseline survey among academic healthcare practitioners in Namibia

“…However, they may not apply EBM in their teachings for various reasons. Their barriers include lack of confidence to teach (Thangaratinam et al, 2009), knowledge and skills (Khanjani et al, 2013;McInerney & Suleman, 2010) and negative attitudes (Khanjani et al, 2013;McInerney & Suleman, 2010). They also reported lack of time (Khanjani et al, 2013;McInerney & Suleman, 2010) knowledge to use EBM resources (Balusamy et al, 2014), and access to evidence (McInerney & Suleman, 2010).…”

“…Academic healthcare professionals in higher education are also expected to have competency in EBM (Guyatt et al, 2000;Thangaratinam et al, 2009;Straus et al, 2011) to base their teachings on the best possible evidence. However, they may not apply EBM in their teachings for various reasons.…”

“…The concept was initially drawn up to guide and enhance clinical decision-making (Guyatt et al, 2000) and later became part of medical education (Dawes et al, 2005;Green, 2000;Kulier et al, 2008) and professional education programs (Short et al, 2010;Thangaratinam et al, 2009). …”

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